In 2007, media mogul, Oprah Winfrey, went public and announced the opening of her 40 million dollar leadership academy school for girls. To qualify to attend the state of the art school, located outside of Johannesburg, South Africa, students had to identify as low-income and have above average grades in school. Potential students also underwent an application process, academic testing and an evaluation process that accessed their potential leadership skills (Harpo Studios, 2008). Reportedly, not only do the young women at the leadership academy supposedly receive a state of the art education, but their living quarters are also adorned with a yoga studio, beauty salon, and indoor and outdoor theaters (Givhan, 2007). Besides being identified as one of the wealthiest women in the world, Oprah Winfrey is one of the richest African Americans (Goldman, 2008). The intent of this discussion is not to discuss the hard earned success of Ms.

Every now and again, an OUTSTANDING professor hopes that a teaching moment just falls out of the sky. However, for many of us non-traditional scholars, we have learned that sometimes it's better to dodge certain topics. Inevitably, there are certain topics where students, or the outside world, catches us off guard and once again, our race or gender is forefronted. When will I ever just be able to teach the subject-matter?

For instance, the first day of class, in the middle of my fabulous (I was on my A-game) introduction to Dewey, a student raises his hand and shares with the class that "Diversity would cause the destruction of our nation!"

Currently I am in the middle of constructing a new syllabus for a new group of students. Yes, I am the type to change my syllabus every academic year, sometimes even each semester. I guess I am a "reflective practitioner" or I simply realize that once again I set out to accomplish too much. Nevertheless, I needed to blog today, because I have so much anxiety about approaching another school year, with a new group of students. I can't help but reflect back on an article that I co-authored with Dawn Williams (Howard University) titled The burden of teaching teachers. In brief, in the article we discussed the challenges we faced teaching young majority white female pre-service teachers, whom were mostly from suburban communities.

I arrived at the school today, as usual, 5 minutes late (okay 10 minutes). My son appreciates my tardiness. It allows him more time with friends. I spot him and his small frame. The other second graders are growing up and out. Finally, he acknowledges my silver Taurus.
He opens the back door. "Oh, you can ride in the front," I say to him. I appreciate our face-to-face time. "How was school today?" He replies, "Good." A common answer that awaits my routine response. "What made it good?"
With a sigh, "Do you have to ask me that everytime?"
Mocking his sigh, "Yes, so what made it good."

I am feel so humbled to be a part of an intellectual, creative, and active community space where I can wear my many identities. Thank you Shirley and Joe. You both have been my colleagues/advocates/mentors/muses, when I seem to need that extra whisper in my ear most. Now, that I have paid homage...Is it just me or is the assaults and microaggressions coming more frequently in the academy?